Дисертації з теми "Nursing students Education Indonesia"
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Saha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16293/1/Djenta_Saha_Thesis.pdf.
Повний текст джерелаSaha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16293/.
Повний текст джерелаYauri, Indriani. "Exploring an innovative educational approach to facilitating student nurses' clinical-reasoning skills in North Sulawesi Province, Indonesia." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87293/1/Indriani_Yauri_Thesis.pdf.
Повний текст джерелаEka, Ni Gusti Ayu. "Incivility in nursing education : a case study in Indonesia." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41224/.
Повний текст джерелаAitken, Robyn L. "Internationalizing nursing education in Central Java, Indonesia : a postcolonial ethnography /." Connect to thesis, 2008. http://repository.unimelb.edu.au/10187/3528.
Повний текст джерелаForbes, Heather Isobel. "Nursing students' perceptions of their education." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1990. http://hdl.handle.net/10092/2427.
Повний текст джерелаPH, Slamet. "Attitudes of students and parents about vocational education in Yogyakarta Indonesia /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662145523.
Повний текст джерелаSaltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
Повний текст джерелаMoore, Brad. "Test Anxiety and Nursing Students." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/169.
Повний текст джерелаOrduña, Audray. "Experiences of African Americans in nursing education." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.
Повний текст джерелаA disseratation submitted by Aubray Orduna to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on Health Professions Education. This dissertation has been accepted for the faculty of College of Saint Mary. Includes bibliographical references.
Halcomb, Kathleen Ann. "HEALTH PROMOTION AND HEALTH EDUCATION: NURSING STUDENTS’ PERSPECTIVES." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/13.
Повний текст джерелаAlves, Stephen Joseph. "Male Students and Stress During their Nursing Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7584.
Повний текст джерелаDiGiacomo, Ingeborg Haug. "The clinical experience in nursing education : a case study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11355141.
Повний текст джерелаIncludes tables. Typescript; issued also on microfilm. Sponsor: Keville Frederickson. Dissertation Committee: Herve Varenne. Includes bibliographical references (leaves 132-141).
Mansour, Tamam Botrous. "Teaching research to undergraduate nursing students." free to MU campus, to others for purchase free online, 2002. http://wwwlib.umi.com/cr/mo/preview?3052197.
Повний текст джерелаFedko, Andrea Lauren. "Examining the relationship between clinical judgment and nursing action in baccalaureate nursing students." Thesis, Indiana University - Purdue University Indianapolis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241251.
Повний текст джерелаClinical judgment provides the basis for nurses’ actions and is essential for the provision of safe nursing care. Tanner’s Clinical Judgment Model and its associated instrument, the Lasater Clinical Judgment Rubric (LCJR) have been used in the discipline of nursing, yet it is unclear if scores on the rubric actually translate to the completion of an indicated nursing action. This is important because clinical judgment involves identifying and responding to patient situations through nursing action, and then evaluation of such actions. The purpose of this observational study was to explore the relationship between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action, as measured by a nursing action form.
The clinical judgment and completion of an indicated nursing action was measured in 92 participant students at a Midwestern university school of nursing who were enrolled in an adult medical/surgical nursing course that included simulation and debriefing during which scoring occurred. This study explored whether clinical judgment, as measured by the LCJR, was related to the completion of an indicated nursing action. In addition, this study evaluated whether Responding, as measured by the LCJR was related to the completion of an indicated nursing action. The data revealed that a very weak relationship was present between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action; however, these findings were not statistically significant. The data also revealed that a very weak relationship was present between the dimension Responding, and the completion of an indicated nursing action; however, these findings were also not statistically significant.
This study expands upon previous clinical judgment research in nursing and identifies a need for additional methods of evaluating clinical judgment in baccalaureate nursing students including action appraisal so that deficiencies are established and targeted for improvement.
Samuel, Shuba. "Educational Outcomes of Online Registered Nursing to Bachelor of Science in Nursing Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6110.
Повний текст джерелаMays, Trilla. "Differentiating Successful and Unsuccessful Nursing Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4309.
Повний текст джерелаBromander, Madeleine, and Rebecka Petersson. "Registered nurses´ experiences of educating newly delivered mothers in breastfeeding in Yogyakarta, Indonesia : An interview study." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-461.
Повний текст джерелаSimmons, Precious. "Nursing Students Experiences of Career and Technical Education Health Science Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6120.
Повний текст джерелаRowe, Nancy McCracken. "A study of baccalaureate nursing students linking of liberal education with their professional nursing education dissertation." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476405996.
Повний текст джерелаMysliwiec, Matthew. "Organ Donation Simulation Education for Undergraduate Baccalaureate Nursing Students." Kent State University Honors College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1507663146287631.
Повний текст джерелаDyck, Jeffery Mark. "Nursing instructors' and male nursing students' perceptions of undergraduate, classroom nursing education : an interpretive ethnographic study." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31564.
Повний текст джерелаApplied Science, Faculty of
Nursing, School of
Graduate
Butcher, Daniel. "'Figuring and becoming' : developing identities among beginning nursing students." Thesis, Oxford Brookes University, 2017. https://radar.brookes.ac.uk/radar/items/571df309-5032-47e6-9df4-e2869db4b19a/1/.
Повний текст джерелаChan, Dominic S. "Assessing nursing students' perceptions of hospital learning environment." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2351.
Повний текст джерелаVan, Schyndel Jennie L. "Nursing students' perceptions of presence in online courses." Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737835.
Повний текст джерелаLack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students’ perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies.
The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey.
Findings indicated students’ perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly ( p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students’ perceptions of presence in online courses and improve student satisfaction with online learning.
Kitshoff, Carine. "Knowledge of students in higher education regarding contraception." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5247.
Повний текст джерелаENGLISH ABSTRACT: South Africa’s Department of Health has stated that knowledge about contraception and reproduction is generally poor, mentioning the substantial uncertainty and misperceptions concerning contraception (Department of Health, 2003:10). Students in higher education institutions are presumed to have a generally higher level of awareness of accessible methods regarding contraception and emergency contraception, but the request rate for the termination of pregnancy among students in higher education remains high (Roberts et al., 2004:441). The researcher identified a need for a study to assess students’ knowledge of contraception and emergency contraception. The goal of this study was to explore the scope of undergraduate students’ knowledge on the matter and to determine to what extent students make use of contraception and emergency contraception. In this study a quantitative approach with an explorative-descriptive research design was applied. The target population of this study included all the full-time undergraduate students at a particular university in South Africa (N=15 872). A non probability, convenience sample was used to select a sample size of 200 undergraduate students at the particular university. Reliability and validity were assured by means of a pilot test conducted over a period of two weeks. The researcher personally collected the data which was gathered by means of self-administered questionnaires. Ethical clearance for this study was obtained from the University Health Research Ethics Committee. As university students were involved this study, consent was also obtained from the university’s Director of Institutional Research. The raw data was entered on a Microsoft Excel spreadsheet. A statistician from the University Centre for Statistical Consultation was consulted regarding the analysis of the data by making use of Statistica version 9-software. Quantitative data was presented in histograms and tables, while qualitative data was analysed by means of Tesch’s approach. The overall conclusion was that students at a higher education institution generally had a sound knowledge of contraception, but that their knowledge of emergency contraception was poor. The overall recommendation was that students should be provided with accurate, specific information regarding contraception and emergency contraception, and that this information would need to be user friendly, easily accessible and widely available in order to decrease students’ misperceptions about contraception.
AFRIKAANSE OPSOMMING: Suid-Afrika se Departement van Gesondheid het die stelling gemaak dat kennis oor kontrasepsie en voortplanting oor die algemeen gebrekkig is en dat daar baie onsekerheid en wanopvattings oor kontrasepsie bestaan (Department of Health, 2003:10). Studente aan hoëronderwysinstellings is veronderstel om ‘n algemene hoër vlak van bewustheid te hê omtrent toeganklike metodes van kontrasepsie en noodkontrasepsie, maar die aantal versoeke vir die terminasie van swangerskappe is steeds hoog onder hoëronderwysstudente (Roberts et al., 2004:441). Die navorser het die behoefte geïdentifiseer aan `n studie om studente se kennis betreffende kontrasepsie en noodkontrasepsie te bepaal. Die doel van die studie was om die omvang van studente se kennis te ondersoek en vas te stel tot watter mate voorgraadse studente van kontrasepsie en noodkontrasepsie gebruik maak. In hierdie studie is ‘n kwantitatiewe benadering met ‘n ondersoekend-beskrywende navorsingsontwerp gevolg. Die teikenpopulasie van die studie het alle voltydse voorgraadse studente aan ‘n Universiteit in die Wes-Kaap (N=15 872) ingesluit. ‘n Niewaarskynlike, gerieflikheidsteekproef is gebruik om ‘n steekproefgrootte van 200 uit die voorgraadse studente van die betrokke universiteit te selekteer. Betroubaarheid en geldigheid is deur ‘n loodsstudie verseker. Die loodsstudie het oor ‘n periode van twee weke plaasgevind. Die navorser het die data wat deur middel van self-geadministreerde vraelyste ingewin is, persoonlik ingesamel. Etiese toestemming vir die studie is van die universiteit se Etiese Komitee vir Gesondheidsnavorsing verkry. Aangesien universiteitstudente by die studie betrokke was, is toestemming ook van die Direkteur van Institusionele Navorsing van die betrokke universiteit bekom. Die rou data is op ‘n Microsoft Excel werkblad ingevoer. ‘n Statistiese ontleder van Stellenbosch Universiteit se Sentrum vir Statistiese Konsultasie is geraadpleeg omtrent die analise van data met behulp van Statistica weergawe 9-sagteware. Kwantitatiewe data is voorgestel deur histogramme en tabelle, en die kwalitatiewe data is geanaliseer deur middel van Tesch se benadering. Die hoofbevindinge was dat studente aan ‘n hoëronderwysinstelling se kennis van kontrasepsie oor die algemeen goed was, maar dat hulle nie voldoende kennis oor noodkontrasepsie gehad het nie. Die hoofaanbeveling was dat studente voorsien moet word van akkurate, spesifieke inligting rakende kontrasepsie en noodkontrasepsie, en dat die inligting verbruikersvriendelik, maklik toeganklik en wyd beskikbaar moet wees om studente se wanopvattings ten opsigte van kontraseptiewe middels te verminder.
Idczak, Sue Easter. "Nursing Students' Experiences of Being and Presence: A Hermeneutic Approach." Toledo, Ohio : University of Toledo, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1115122643.
Повний текст джерелаTypescript. "Submitted as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Higher Education." "A dissertation entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 163-174.
Margianti, Eko Sri. "Learning environment, mathematics achievement and student attitudes among university computing students in Indonesia." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/109.
Повний текст джерелаMaret, Beena. "Nursing Students' Perceptions of Briefing in Simulation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6059.
Повний текст джерелаChow, Shirley. "Nursing students' and clinical teachers' perceptions of effective teacher characteristics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/420.
Повний текст джерелаKossman, Susan Pollock Adkins Amee. "Student and faculty perceptions of nursing education culture and its impact on minority students." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087869.
Повний текст джерелаTitle from title page screen, viewed November 10, 2005. Dissertation Committee: Amee Adkins (chair), W. Paul Vogt, Edward R. Hines, Nancy Ridenour. Includes bibliographical references (leaves 205-212) and abstract. Also available in print.
Johnson-Crowley, Nia. "Identifying nursing graduate students' beliefs about teaching and learning : using a constructivist framework for teacher preparation in nursing /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7895.
Повний текст джерелаBlesch, Pamela S. "Spirituality in nursing education| Preparing students to address spiritual needs." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568614.
Повний текст джерелаPreparing nursing students to address spiritual needs of clients is a challenge for nursing education programs. There is minimal evidence in the literature exploring the spiritual needs of clients from the perspectives of nursing students and faculty. While licensed nurses can confirm the importance of meeting the physiological and psychosocial needs of the client, nursing professional practice standards demand nurses include acknowledging the client’s spirituality. As required by the Joint Commission on Accreditation of Healthcare Organizations (JCAHO), American Association of Credentialing Nursing (AACN), and the National Council State Boards of Nursing (NCSBN), spiritual care is a requirement, not an option. By determining how nursing students are prepared to address the spiritual needs of the client in a large Midwestern baccalaureate nursing program, nursing faculty can identify effective methods of including spirituality in the nursing education curriculum. This research study used qualitative inquiry and focused on understanding experiences from nursing students and nurse educators. A grounded theory approach was utilized to assess faculty and student perceptions of preparation of senior baccalaureate nursing (BSN) students to address the spiritual needs of the clients. Two themes emerged from the faculty interviews: students need a clear definition of spirituality, and students are not prepared to address the spiritual needs of clients with a spiritual assessment tool. Three themes emerged from the student interviews: students cannot clearly define spirituality versus culture versus religion, they are not equipped to do a spiritual assessment, and there is a lack of role models by both nursing faculty and staff in the clinical setting demonstrating how to address the spiritual needs of clients. There are two sub-categories that support how to define spirituality and how to better equip students to address the spiritual needs of clients. Using a grounded theory approach, the outcomes of this study support a new theory to facilitate nurse inclusion of spirituality in the nursing curriculum.
This study provides support for integration in the nursing curriculum and inclusion of teaching strategies focusing on spirituality in the nursing curriculum. Findings from this study help minimize gaps in the literature by contributing new knowledge about spirituality in the nursing curriculum that previously had not been empirically identified.
Dyckman, Frances Maria. "Domestic violence education and risk mitigation for prelicensure nursing students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2507.
Повний текст джерелаMargianti, Eko Sri. "Learning environment, mathematics achievement and student attitudes among university computing students in Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12161.
Повний текст джерелаWeber, Kayla. "Nursing Students’ Knowledge and Understanding of Acute Cystitis." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/honors/644.
Повний текст джерелаChan, Dominic S. "Assessing nursing students' perceptions of hospital learning environment." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9844.
Повний текст джерелаstudents' perceptions of the actual clinical learning environment and their preferred clinical learning environment. Findings from the study suggested that students preferred a more positive and favourable clinical environment than they perceived as being actually present.
Wilby, Mary Lynn. "Among the missing| The Experience of Vietnamese American Nursing Students." Thesis, Union Institute and University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580874.
Повний текст джерелаNon-traditional nursing students, including Vietnamese Americans often face challenges that differ from those of their white counterparts. These challenges have significant impact on academic success and contribute to underrepresentation of minorities in nursing. This study explored the lived experience of 12 Vietnamese American undergraduate nursing students and recent graduates through the use of phenomenologically based interviews. Study participants identified challenges similar to those identified in the literature by other ethnic minority nursing students. Participants experienced a variety of challenges including pressure to succeed in school while providing support for immediate and distant family members, financial hardship, language difficulty, cultural insensitivity, difficulty with socializing with other students, and racism in both academic and clinical settings. Despite significant stress experienced during participants' education, they perceived nursing as a rewarding career that could offer many benefits for themselves and their families. Findings from this study can serve as a springboard for additional research which can promote progress in applying transcultural nursing theory in nursing education.
Ramsden-Meier, Joanna L. "Evaluating Retention Strategies for At-Risk Undergraduate Nursing Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/500.
Повний текст джерелаOdisho, Helen, and Hina Khan. "Oral health knowledge among nursing students." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. Oral hälsa, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36308.
Повний текст джерелаBakgrund: Oral hälsa är en del av allmän hälsa och därför är det viktigt att sjuksköterskor kan upptäcka eventuella avvikelser i munnen för att remittera vidare till tandvård. Syfte: Syftet med studien var att undersöka kunskap om oral hälsa gällande orala sjukdomar och munhygien bland sjuksköterskestudenter vid InHolland University och University of Victoria [UVic]. Metod: En kvantitativ tvärsnittsstudie med enkät som datainsamlingsmetod genomfördes bland tredje års sjuksköterskestudenter vid InHolland University och UVic. Chi-2 tester utfördes för att jämföra variabler mellan universiteten. Resultat: Studien består av totalt 105 enkäter. Resultatet avseende munhygien visade på goda kunskaper inom ämnet. Resultatet avseende kunskaper om karies, gingivit samt parodontit visade på en begränsad kunskap och skillnader återfanns mellan universiteten. Omfattningen av utbildning inom oral hälsa på programmen låg mellan 1-10 timmar på båda universiteten. Flera sjuksköterskestudenter ansåg att de inte kände sig redo eller var osäkra på om de var redo att tillämpa sina kunskaper inom oral hälsa, genom att upptäcka och jobba preventivt, i framtida arbetet. Slutsats: Studien visar att sjuksköterskestudenter har grundläggande kunskaper avseende munhygienen men måttlig kunskap inom orala sjukdomar avseende uppkomst och prevention av karies, gingivit och parodontit.
Lubis, Syahron. "Attitude toward the teaching profession of students of the Vocational and Technical Teacher Education College, Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758760413169.
Повний текст джерелаDwinnells, Mary Kathleen. "Nurse Educators' Perceptions of Male Nursing Students in the Clinical Setting." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492078684421282.
Повний текст джерелаKo, Cindy. "Emotional Self-Management Experiences of Practical Nursing Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5739.
Повний текст джерелаWalters, Gwendolyn Mae. "Perceived Caring of Instructors Among Online Doctoral Nursing Students." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1372592935.
Повний текст джерелаDorsey, Maggie Thurmond. "Nursing education administrators' perceptions of the recruitment and retention of African American male nursing students." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/maggie_t_dorsey/dorsey_maggie_t_200508_edd.pdf.
Повний текст джерела"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." In Education Administration, under the direction of Michael D. Richardson. ETD. Electronic version approved: December 2005. Includes bibliographical references (p. 124-144) and appendices.
Marcus, Jamie A. "Adult Nursing Students' Perceptions of Social Presence in Facilitator-Created Subject-Specific Videos in an Online Nursing Course." Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13863038.
Повний текст джерелаThe literature established that online instruction consists of cognitive, teaching, and social presence. Studies on the element of social presence linked text-based delivery of instruction with learners’ feelings of isolation and disengagement. This research findings prompted this facilitator creation of five-to-seven-minute companion videos that aligned and complemented weekly text-based learning modules to ascertain students’ perceptions of these videos as a medium for channeling social presence.
Post-video viewing surveys yielded responses to pragmatic and emotional questions. Pragmatic questions were aimed at the visual impact of professor’s delivery of information. Emotional questions gauged the students’ feelings of connectivity with the facilitator. Triangulated interpretations of student responses showed that students perceived that the videos enhanced social presence by decreasing feelings of isolation in their online course. Key results included the feeling of a real classroom and appreciation of the visuality of the videos. The viewed videos supported affective associations, learner cohesion, interaction intensity, instructor involvement, and active learning. The videos helped draw the students from their inner secluded online environment to the outside world. The research includes recommendation of the use of a larger sample size; online facilitator theatrical training, college budget to include production of video funds for further quality video productions, and video cataloging of facilitator-created subject- specific videos.
Saith, Shivanie. "Students' Perceptions of Persistence in a Florida Associate Degree Nursing Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4679.
Повний текст джерелаForeman, Robin A. "Coping Strategies of Prelicensure Registered Nursing Students Experiencing Student-to-Student Incivility." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3182.
Повний текст джерелаFerguson, Roxanne Alice. "Critical thinking skills in nursing students: Using human patient simulation." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/22.
Повний текст джерелаOrt, Jennifer Ann. "Accountability among baccalaureate nursing students| Definitions, perceptions, and engagement practices of accountability." Thesis, Sage Graduate School, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257944.
Повний текст джерелаTo ensure optimal patient care an especially high level of accountability is required when entering the workforce. The purpose of this qualitative study was to explore, describe, and define perceptions of accountability as described by sophomore and senior nursing students in two baccalaureate nursing programs. The research questions aimed to (a) define what it means to be accountable as a student in general and a nursing student in particular (b) describe the importance of accountability to the profession of nursing (c) describe the circumstances and conditions that demand accountability, and (d) engage in actions that promote self-accountability. After obtaining IRB approval, the researcher explained the study to the sophomore and senior nursing students who agreed to participate in the research. Eighteen participants were interviewed.
Six questions were asked during interviews conducted to investigate perceptions of accountability. Content analysis was used to discern the essence of the narratives, from which nine themes emerged. The nine themes identified are: Difficulty defining accountability and the interchangeable use of the terms; accountability and responsibility; emerging knowledge; focus on work of nursing; student attention to tasks and outcomes; motivation/self-discipline; student stress and sources of stress; conditions for accountability and responsibility, and faculty actions; and promoting self-accountability and accountability to others.
Study findings suggested that this group of students understood the importance of accountability but were unable to verbalize a definition, often confusing accountability with responsibility. Students perceived that faculty played a role in their academic success; students also promoted accountability in faculty and in peers who were less successful academically.